Social STEAM Learning at an Early Age with Robotic Platforms: A Case Study in Four Schools in Spain
Robotics is one of the key learnings in a world where learners will interact with multiple robotic technologies and operating systems throughout their lives. However, school teachers, especially in the elementary and primary education stages, often have difficulties incorporating these tools in the...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2020-07-01
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| Series: | Sensors |
| Subjects: | |
| Online Access: | https://www.mdpi.com/1424-8220/20/13/3698 |
| _version_ | 1797563513072254976 |
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| author | Elena Jurado David Fonseca Jorge Coderch Xavi Canaleta |
| author_facet | Elena Jurado David Fonseca Jorge Coderch Xavi Canaleta |
| author_sort | Elena Jurado |
| collection | DOAJ |
| description | Robotics is one of the key learnings in a world where learners will interact with multiple robotic technologies and operating systems throughout their lives. However, school teachers, especially in the elementary and primary education stages, often have difficulties incorporating these tools in the classroom. Four elementary teachers in three schools in Catalonia were trained to introduce robotics in the classroom to seventy-five students. The main actions consisted in classroom accompaniment by a university-trained support teacher, curricular materials’ development, and assessment of the students’ and teachers’ learning. The designed contents and evaluation criteria took into account the potential of educational robotics to improve soft skills and to promote Science, Technology, Engineering, Arts, and Mathematics (STEAM) interdisciplinary learning. Teachers perceived the training to be supportive and useful and ended the school year feeling confident with the used robotic platform (KIBO). The assessment of the students’ learning showed an average mark of 7.1–7.7 over 10 in the final evaluation criteria. Moreover, students’ learning was higher in the classes where the teachers had higher initial interest in the training. We present and analyse the actions carried out, with a critical and constructive look at extending the experience to other educational centers. |
| first_indexed | 2024-03-10T18:44:42Z |
| format | Article |
| id | doaj.art-9acf683d31ef4444b8469ecf8df53c5b |
| institution | Directory Open Access Journal |
| issn | 1424-8220 |
| language | English |
| last_indexed | 2024-03-10T18:44:42Z |
| publishDate | 2020-07-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Sensors |
| spelling | doaj.art-9acf683d31ef4444b8469ecf8df53c5b2023-11-20T05:36:47ZengMDPI AGSensors1424-82202020-07-012013369810.3390/s20133698Social STEAM Learning at an Early Age with Robotic Platforms: A Case Study in Four Schools in SpainElena Jurado0David Fonseca1Jorge Coderch2Xavi Canaleta3GRETEL–Research Group on Technology Enhanced Learning, La Salle Campus Barcelona, Universitat Ramon Llull, 08022 Barcelona, SpainGRETEL–Research Group on Technology Enhanced Learning, La Salle Campus Barcelona, Universitat Ramon Llull, 08022 Barcelona, SpainDepartment of Engineering, Blanquerna, Universitat Ramon Llull, 08022 Barcelona, SpainGRETEL–Research Group on Technology Enhanced Learning, La Salle Campus Barcelona, Universitat Ramon Llull, 08022 Barcelona, SpainRobotics is one of the key learnings in a world where learners will interact with multiple robotic technologies and operating systems throughout their lives. However, school teachers, especially in the elementary and primary education stages, often have difficulties incorporating these tools in the classroom. Four elementary teachers in three schools in Catalonia were trained to introduce robotics in the classroom to seventy-five students. The main actions consisted in classroom accompaniment by a university-trained support teacher, curricular materials’ development, and assessment of the students’ and teachers’ learning. The designed contents and evaluation criteria took into account the potential of educational robotics to improve soft skills and to promote Science, Technology, Engineering, Arts, and Mathematics (STEAM) interdisciplinary learning. Teachers perceived the training to be supportive and useful and ended the school year feeling confident with the used robotic platform (KIBO). The assessment of the students’ learning showed an average mark of 7.1–7.7 over 10 in the final evaluation criteria. Moreover, students’ learning was higher in the classes where the teachers had higher initial interest in the training. We present and analyse the actions carried out, with a critical and constructive look at extending the experience to other educational centers.https://www.mdpi.com/1424-8220/20/13/3698educational roboticselementary educationKIBO robotSTEAMteacher educationhuman–robot interaction |
| spellingShingle | Elena Jurado David Fonseca Jorge Coderch Xavi Canaleta Social STEAM Learning at an Early Age with Robotic Platforms: A Case Study in Four Schools in Spain Sensors educational robotics elementary education KIBO robot STEAM teacher education human–robot interaction |
| title | Social STEAM Learning at an Early Age with Robotic Platforms: A Case Study in Four Schools in Spain |
| title_full | Social STEAM Learning at an Early Age with Robotic Platforms: A Case Study in Four Schools in Spain |
| title_fullStr | Social STEAM Learning at an Early Age with Robotic Platforms: A Case Study in Four Schools in Spain |
| title_full_unstemmed | Social STEAM Learning at an Early Age with Robotic Platforms: A Case Study in Four Schools in Spain |
| title_short | Social STEAM Learning at an Early Age with Robotic Platforms: A Case Study in Four Schools in Spain |
| title_sort | social steam learning at an early age with robotic platforms a case study in four schools in spain |
| topic | educational robotics elementary education KIBO robot STEAM teacher education human–robot interaction |
| url | https://www.mdpi.com/1424-8220/20/13/3698 |
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